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Multimodal text production, multilingualism and assessment: teachers' perspectives on multimodality when evaluating textproductions in third grade
Kristianstad University, Faculty of Education, Avdelningen för humaniora. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).ORCID iD: 0000-0002-0006-4202
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Why is it important to discuss multimodality in school? In what ways do teachers focus on how various multimodal aspects work together and strengthen each other? Why is it important that students receive instruction in the use of different multimodal semiotic resources? This qualitative semi-structured interview study examined how and in what ways a primary school teacher focuses on multimodal aspects when evaluating and assessing her 9-10-year-old students’ text productions.Theoretically, the study is based on linguistic sociocultural (Vygotskij, 1978; Säljö, 2014), socio semiotic research (Kress 2003; Kress & Van Leeuwen, 2006; Løvland, 2006) and second language research (Axelsson, 1998; Cummins,2001; Damber, 2010). The aim of this interviewstudy is to analyze what modalities the teacher stresses when evaluating her students’ meaningmaking in their multimodal text productions. The material discussed includes texts and interviews produced by 9-10-year old students (n=15)attending a mainstream classroom in a multicultural area during the school year 2012/2013, while they produced one multimodal text each about the Stone Age. Since the text productions and the interviews with the students already have been analyzed and reported (Borgfeldt and Lyngfelt 2014, 2015), this study presents interviews with the teacher and a discussion related to the earlier analysis on the socio semiotic resources in the students' textproductions. The interviews show that the teacher begins by reading their images. Then she realizes how the students combine their images with written text and other semiotic resources when creating meaning in their multimodal texts. She is surprised that all students will choose the image whether they are native or second language speakers. Based on the criteria for the specific task, the teacher focuses on the semiotic resources, image and color, when evaluating the text productions. Her assessment then extends further to account for that the students are graded based on; "accuracy", "detail", "colormeaning" and "the overall quality of the text". In the interviews, the teacher describes in a positive way how the literacy development is progressing among most of the students both in and outside the classroom. It is important that the students –regardless of linguistic backgrounds – have the ability to utilize multiple semiotic resources when expressing themselves in multimodal texts. The teacher claims that there is not enough time to discuss the test productions with each student separately. This suggests there seems to be a problem between the formulation of the assignment and how to read and comment the text productions in a multimodal way.

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-19367OAI: oai:DiVA.org:hkr-19367DiVA, id: diva2:1319919
Conference
NERA 2016 the 44rd Annual Congress of the Nordic Educational Research Association, Helsingfors, Finland, 9-11 March
Available from: 2019-06-03 Created: 2019-06-03 Last updated: 2019-09-05Bibliographically approved

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Borgfeldt, Eva

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • Other locale
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  • asciidoc
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